Please use this identifier to cite or link to this item: http://hdl.handle.net/10609/92455
Title: Teachers' perceptions of factors affecting the educational use of ICT in technology-rich classrooms
Author: Badia Garganté, Toni
Meneses, Julio
Sigalés Conde, Carles
Others: Universitat Oberta de Catalunya. Estudis de Psicologia i Ciències de l'Educació
Keywords: information and Communication Technologies (ICT)
ICT and teacher
technology-rich classrooms
educational innovation and ICT
educational use of technology
Issue Date: 1-Dec-2013
Publisher: Electronic Journal of Research in Educational Psychology
Citation: Badia Garganté, T., Meneses, J. & Sigalés Conde, C. (2013). Teachers' perceptions of factors affecting the educational use of ICT in technology-rich classrooms. Electronic Journal of Research in Educational Psychology, 11(3), 787-808. doi: 10.14204/ejrep.31.13053
Also see: http://ojs.ual.es/ojs/index.php/EJREP/article/download/1588/1980
Abstract: Introduction. The purpose of this study is to identify the main factors that influence teachers' decision-making regarding the educational use of ICT (Information and Communication Technologies) in technology-rich classrooms. Method. We collected data for 278 teachers in Catalonia (Spain) working in eight primary and secondary education schools rich in educational technology. The specific questionnaire used to that end includes an extensive range of items to obtain information about the teachers' perceptions of the factors influencing the use of ICT in the classroom. Results. We have identified and characterized five factors that influence the educational use of ICT in these classrooms, which in this study we call: utility and educational setting, teacher support, availability and access in the classroom, technological expertise and access outside the classroom. Conclusion. These results may be useful for fostering improved integration processes for ICT in the classroom, and also for focusing teaching training about this content.
Language: English
URI: http://hdl.handle.net/10609/92455
ISSN: 1699-5880MIAR
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